Abstract

Tujuan penelitian adalah untuk menganalisis karakter peduli lingkungan, keterampilan berpikir kritis, dan kemampuan pemecahan masalah peserta didik melalui pembelajaran pencemaran lingkungan berbantuan scaffolding. Penelitian ini adalah penelitian kualitatif kolaboratif. Penentuan subjek penelitian secara purposive. Peneliti sebagai instrumen kunci dilengkapi lembar pengamatan, soal tes kemampuan pemecahan masalah, pedoman wawancara, dan alat perekam. Analisis data menggunakan deskripsi kualitatif. Hasil penelitian menunjukkan bahwa kelima subjek penelitian (P1, P2, P3, P4, dan P5) terjadi peningkatan karakter peduli lingkungan. Akan tetapi pembentukan keterampilan berpikir kritis P5 belum berhasil. Subjek penelitian dapat mencapai KKM yang ditentukan. Kemampuan pemecahan masalah subjek penelitian dapat meningkat dari tingkatan kelas kognitif mereka berasal kecuali P5. Skor kemampuan pemecahan masalah subjek penelitian secara berturut-turut adalah 94, 100, 88, 82, dan 60. Hal ini menunjukkan bahwa karakter peduli lingkungan, keterampilan berpikir kritis dapat terbentuk serta kemampuan pemecahan masalah peserta didik dapat mencapai KKM melalui pembelajaran pencemaran lingkungan berbantuan scaffolding. Diharapkan dengan hasil penelitian ini, bisa  menjadi masukan bagi guru maupun sekolah agar melaksanakan pembelajaran yang memfasilitasi peserta didik sehingga karakter peduli lingkungan dan berpikir kritis peserta didik dapat terbentuk, salah satunya dengan pembelajaran berbantuan scaffolding.


 


The purpose of this research are to analyze the character of environmental awareness, critical thinking skill, and problem solving ability of student through the learning of environmental pollution assisted by scaffolding. This research is collaborative qualitative research. The determination of research subjects is purposively. Researcher as key instrument is equipped with observation papers, test of problem solving ability, interview guide, and recorder. Analyze of data is using qualitative descriptions.  The result is fifth research subjects (P1, P2, P3, P4, and P5) showed increasing of their character of environmental awareness. But the formation of P5’s critical thinking skills has not been succeeded. Research subjects can achieve determined MCC (minimum completeness criteria). Problem solving ability of research subjects is increase from grade level cognitive they come from, except P5. Score of problem solving ability of research subjects respectively are 94, 100, 88, 82, and 60. This indicates that the character of environmental awareness, critical thinking skills can be formed and problem solving ability of students can achieve determined MMC through learning of environmental pollution assisted by scaffolding. Expected with this result, it can be input for teachers and schools to carry out learning that facilitate students so that the character of environmental awareness and the critical thinking skill of students can be formed,one of them with the learning assisted by scaffolding.